The work presented in this doctoral thesis has been carried out among physics teachers and physics students participating in training opportunities offered at a space research site run by the Norwegian Centre for Space-related Education (NAROM). The training offers participation in authentic science, in this case at the Andøya Rocket Range, and enable teachers and students to work with space technology and space physics in authentic environments together with experts in the field. The study is based on questionnaire surveys and interview surveys performed among participating teachers and students in the period 2006-2012.

Current recommendations for professional development for teachers include mainly long term actions with a basis in the teachers’ own work environments. This study shows that even actions of shorter duration, in this case one week, can be important for teachers’ professional development and for building teachers’ competence within technology based science. The teachers participating in these actions reported increased professional knowledge, as well as new experiences with their teaching subject in an authentic professional context. Another outcome was increased motivation and engagement for teaching science and physics. The teachers’ experiences seem to improve their ability to assess the importance of physics in relation to their students’ further studies and careers. Five factors were identified as particularly important for the teachers’ experienced outcome: 1) to be a part of a professional environment and a professional community, 2) participating in practical activities and problem solving, 3) time and opportunity to work, 4) access to technical facilities and 5) working with “real life” tasks.

The students in the study (physics students in grade 13 in upper secondary school) participated in a physics camp of three days duration. This is an example of how students can get experience with and knowledge of how science in general, and physics in particular, is being used outside the classroom, and experience the subject in an authentic professional context. If young people are to choose studies and careers within science it is necessary that they become familiar with the use of science and technology in professional settings and experience science as an arena where social and creative skills are important. Participating in this camp contributes to exactly these kinds of experiences among the students. The social aspects, working together as a group with other students and supervisors were of special importance. Through guidance the students managed to fulfil tasks and acquire the necessary skills theoretically and practically.

The actions investigated in this study are examples of how one may involve teachers and students in the world of physics outside the classroom, and by that increase the potential for better teaching and more content and interested students. The study shows that it is possible to create teaching situations that may give both teachers and students experiences with physics in an authentic context.

The ultimate goal with such initiatives is to improve physics and science education in school through more focus on context-based education. This includes knowledge of where and how physics is used and how knowledge is constructed and used in complex technological settings. This study has highlighted the importance of such efforts and shows that it is important to maintain and continue these. It is recommended that such actions to a larger degree become available for teachers and students, and that similar actions are developed within other authentic contexts than the space technology in this case.